A Comparison of Children's Understanding of School in Regular English Language and French Immersion Kindergartens

Canadian Modern Language Review

Volumn 55, Issue 2, 1998, Pages 239-258

  Pelletier, Janette ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0345811113     PISSN: 00084506     EISSN: None     Source Type: Journal    
DOI: 10.3138/cmlr.55.2.239     Document Type: Article

References (28)

1. Campbell, F., & Taylor, K. (1996). Early childhood programs that work for children from economically disadvantaged families. Young Children, 51(4), 74-80.
2. Casteel, C., & Isom, B. (1996, April). A comparison of teacher theoretical orientation to reading, student theoretical orientation and achievement. Paper 7 presented at the annual meeting of the American Education Research Association, New York, NY.
3. Cummins, J. (1981). Effects of kindergarten experience on academic progress in French immersion programs. Toronto: Ontario Ministry of Education.
4. Diaz, R. (1985). Bilingual cognitive development: Addressing three gaps in current research. Child Development, 56, 1376-1388.
5. Dickinson, D., & Smith, M. (1991). Preschool talk: Patterns of teacher-child interaction in early childhood classrooms. Journal of Research in Childhood Education, 6, 20-29.
6. Duchan, J. (1995). Supporting language learning in everyday life. San Diego, CA: Singular Publishing.
7. Edwards, V., & Rehorick, S. (1990). Learning environments in immersion and non-immersion classrooms: Are they different? The Canadian Modern Language Review, 46, 469-493.
8. Genesee, F., Holobow, N., & Lambert, W. (1986). An evaluation of partial French immersion in the Cincinnati public schools: The kindergarten year. (Technical Report). Washington, DC: US Department of Education. (ERIC Document Reproduction Service No. ED 271 961)
9. Holobow, N., Genesee, F., & Lambert, W. (1991). The effectiveness of a foreign language immersion program for children from different ethnic and social class backgrounds: Report 2. Applied Psycholinguistics, 12, 179-198.
10. Kendall, J., Lajeunesse, G., Chmilar, L., & Shapson, S. (1987). English reading skills of French immersion students in kindergarten and Grades 1 and 2. Reading Research Quarterly, 22, 135-156.
11. Lapkin, S., Hart, D., & Swain, M. (1991). Early and middle French immersion programs: French language outcomes. The Canadian Modern Language Review, 48, 11-40.
12. Lazar, I., Darlington, R., Murray, H., Royce, J., & Snipper, A. (1982). Lasting effects of early education: A report from the Consortium for Longitudinal Studies. Monographs of the Society for Research in Child Development, 47 (2-3, Serial No. 195).
13. Marshall, H. (1994). Children's understanding of academic tasks: Work, play or learning. Journal of Research in Childhood Education, 9, 35-46.
14. Nelson, K. (1986). Event knowledge: Structure and function in development. Hillsdale, NJ: Lawrence Erlbaum.
15. Netten, J., & Spain, W. (1989). Student-teacher interaction patterns in the French immersion classroom: Implications for levels of achievement in French language proficiency. The Canadian Modern Language Review, 45, 485-501.
16. Pelletier, J. (1994). Children's understanding of school and teachers' beliefs and practices in French immersion and regular English language kindergarten. Unpublished doctoral dissertation, Ontario Institute for Studies in Education, Toronto, Ontario.
17. Pelletier, J. (1995, January). Children's understanding of kindergarten: Relations to teachers, programs and language of instruction. Paper presented at the Institute of Child Study Research Colloquium Series, University of Toronto, Toronto, ON.
18. Pelletier, J. (1997, April). Teachers' implicit and explicit practices in first language and second language kindergarten. Paper presented at the annual meetings of the American Educational Research Association, New York, NY.
19. Pelletier, J., Power, R., & Park, N. (1993). Research on excellence. In C. Corter & N. Park (Eds.), What makes exemplary kindergarten programs effective? (pp. 105-132). Toronto: Ontario Ministry of Education and Training.
20. Perlmutter, J., & Burrell, L. (1995). Learning through 'play' as well as 'work' in the primary grades. Young Children, 50(5), 14-21.
21. Polito, T. (1994). How play and work are organized in a kindergarten classroom. Journal of Research in Childhood Education, 9, 47-55.
22. Rubin, K., Fein, G., & Vandenberg, B. (1983). Play. In P. Mussen (Series Ed.), Handbook on child psychology: Vol. 4. Socialization, personality, and social development. New York: Wiley.
23. Shank, R. (1982). Dynamic memory: A theory of reminding and learning in computers and people. New York: Cambridge University Press.
24. Schweinhart, L., Weikart, D., & Larner, M. (1986). Consequences of three preschool curriculum models through age 15. Early Childhood Research Quarterly, 1, 15-45.
25. Tardif, C. (1994). Classroom teacher talk in early immersion. The Canadian Modern Language Review, 50, 466-481.
26. Tardif, C., & Weber, S. (1987, April). The young child's experience of French immersion schooling. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
27. Weber, S., & Tardif, C. (1991). Assessing L2 competency in early immersion classrooms. The Canadian Modern Language Review, 47, 916-932.
28. Weininger, O., & Daniel, S. (1992). Playing to learn: The young child, the teacher and the classroom. Springfield, IL: Charles C. Thomas.